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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Mourentina Aulia Abadi
UIN Sultan Thaha Saifuddin Jambi
Religion Humanities Library & Information Science Social Sciences

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The Role of Arts Education in Developing Socio-Emotional Skills in Early Childhood at Al Irsyad Pahambatan Kindergarten Fatmawati; Mourentina Aulia Abadi
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 4 November 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i4.2265

Abstract

Arts education plays an important role in early childhood education by providing opportunities for children to express emotions, develop self-regulation, and establish positive social relationships. This study aims to examine the role of arts education in developing socio-emotional skills in early childhood at Al Irsyad Pahambatan Kindergarten, Agam Regency, West Sumatra, Indonesia. The study employs a descriptive qualitative approach to explore arts-based learning activities, children's participation, and teachers' strategies for supporting socio-emotional development. Data collection is designed to involve classroom observations, semi-structured interviews with teachers, and documentation of relevant learning activities. The analysis focuses on three dimensions: arts education as a medium for emotional expression and self-regulation, collaborative arts activities in developing social interaction and cooperation, and teachers' strategies for integrating arts education into socio-emotional learning. The study is expected to contribute to a contextual understanding of how drawing, painting, music, movement, and creative drama can provide meaningful opportunities for children to recognize emotions, communicate with peers, manage behavioral responses, and participate in collaborative learning. The study also emphasizes the importance of intentional pedagogical planning and supportive teacher–child interactions in maximizing the developmental value of artistic experiences. The findings may inform early childhood educators seeking to integrate creative activities with socio-emotional learning in kindergarten settings.
Co-Authors Fatmawati